In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester to answer at least three of the following questions:
What elements of the game of school are you seeing in your placements?
Often times in my placement you hear teachers talking in either the lunch room or privately to myself about how the NECAP testing and highstakes testing are rushing them through their curriculum. There is a lot of information that must be conveyed to students and in a timely manner so that students can do well on these exams. With so little time to concentrate on these topics individually, some teachers rush through the material whether students have fully absorbed the information or not. This also occurs with the students, I would say at even a higher rate than teachers. Students are aware that they have to get through certain courses in order to graduate and move on to college or another path. Its something that needs to be gotten through one way or another. This not only occurs on the high school level but just as often it seems on the college level. people want to graduate in order to make money and begin their lives. Many people see school as an obstacle or hurdle in their life that they must jump to continue. I think that the culture of school needs to change before any progress can be made. Its one thing to have a very inspiring teacher, but to actually have the students buy into that regimen is another creature.
The metaphor of education as a hurdle is an interesting one.
How have you seen teachers fight the game of school in their classes?
I have seen teachers fight the game of school in classes by engaging with other teachers about how to better their school, and how to convey a certain unit in a way that get students interested. Its a very tough thing to change the status quo. And to be honest Im having trouble finding ways that teachers are fighting this game. It can be very difficult to get students to care about actually learning the anatomy of a squid instead of just memorizing it for the quiz later in the week. However, while dissecting a squid students are definitely engaged and not just doing the bare minimum to get by, granted these are motivated kids, but I don't think it can be understated that giving students a hands on approach to learning makes them that much more actively engaged in the topic, whatever that may be.
What features can you plan into your units that might discourage the GOS?
Awkward silence?
Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
I think this has really opened my eyes to the reality of the situation. I never really looked at school as a game and now that it is laid out before my I can clearly see that that is exactly what it is. Students look to get by with the least amount of effort given, and to some respects I believe that is how a lot of teachers feel as well. I am going to really work hard to change how this is currently in the field. I realize that I not only want my students to be engaged in the subject and for me to be engaging but, I also want to be actively engaged in the subject matter. If I am not 100% on board with the matter, It is that much harder to care about not playing the GOS.
Glad you've figured something out. Now how do you use your new-found perspective to redefine the "game" you will play with your students to reflect the best about school and learning?
least three of the following questions:
Often times in my placement you hear teachers talking in either the lunch room or privately to myself about how the NECAP testing and highstakes testing are rushing them through their curriculum. There is a lot of information that must be conveyed to students and in a timely manner so that students can do well on these exams. With so little time to concentrate on these topics individually, some teachers rush through the material whether students have fully absorbed the information or not. This also occurs with the students, I would say at even a higher rate than teachers. Students are aware that they have to get through certain courses in order to graduate and move on to college or another path. Its something that needs to be gotten through one way or another. This not only occurs on the high school level but just as often it seems on the college level. people want to graduate in order to make money and begin their lives. Many people see school as an obstacle or hurdle in their life that they must jump to continue. I think that the culture of school needs to change before any progress can be made. Its one thing to have a very inspiring teacher, but to actually have the students buy into that regimen is another creature.
The metaphor of education as a hurdle is an interesting one.
I have seen teachers fight the game of school in classes by engaging with other teachers about how to better their school, and how to convey a certain unit in a way that get students interested. Its a very tough thing to change the status quo. And to be honest Im having trouble finding ways that teachers are fighting this game. It can be very difficult to get students to care about actually learning the anatomy of a squid instead of just memorizing it for the quiz later in the week. However, while dissecting a squid students are definitely engaged and not just doing the bare minimum to get by, granted these are motivated kids, but I don't think it can be understated that giving students a hands on approach to learning makes them that much more actively engaged in the topic, whatever that may be.
Awkward silence?
I think this has really opened my eyes to the reality of the situation. I never really looked at school as a game and now that it is laid out before my I can clearly see that that is exactly what it is. Students look to get by with the least amount of effort given, and to some respects I believe that is how a lot of teachers feel as well. I am going to really work hard to change how this is currently in the field. I realize that I not only want my students to be engaged in the subject and for me to be engaging but, I also want to be actively engaged in the subject matter. If I am not 100% on board with the matter, It is that much harder to care about not playing the GOS.
Glad you've figured something out. Now how do you use your new-found perspective to redefine the "game" you will play with your students to reflect the best about school and learning?